Inclusive Education in the Face of Educational Systems: Institutional and Conceptual Resistances - Archive ouverte HAL Accéder directement au contenu
Article Dans Une Revue Language, Culture and Society Année : 2020

Inclusive Education in the Face of Educational Systems: Institutional and Conceptual Resistances

(1)
1

Résumé

The purpose of this paper is to analyze, using international literature on the subject, the different types of resistance on the part of educational systems today to implementing inclusive education. This study seeks to produce, with a view toward a subsequent research project, the initial elements for a renewed understanding of these resistances to the inclusion of students at every level of education. The methodological framework is that of an exploratory metasynthesis referring to the "synthesis of the results of several qualitative studies to create a new interpretation" (Finfgeld, 2003). The following will be examined successively: first, the existence of analyzers of institutional resistances; then the robustness of conceptual tools to design and implement inclusive education; and finally the tendencies to distort the principle of inclusion. One form of such distortion can be the use of inclusive language to disguise the reproduction of prior practices of segregation.
Fichier principal
Vignette du fichier
JSLCS, vol 3, issue 2, June, 2020 -7-20.pdf (586.38 Ko) Télécharger le fichier
Origine : Accord explicite pour ce dépôt

Dates et versions

hal-03149504 , version 1 (23-02-2021)

Identifiants

  • HAL Id : hal-03149504 , version 1

Citer

Hervé Benoit. Inclusive Education in the Face of Educational Systems: Institutional and Conceptual Resistances. Language, Culture and Society, 2020, 3 (2), pp.3-13. ⟨hal-03149504⟩
51 Consultations
35 Téléchargements

Partager

Gmail Facebook Twitter LinkedIn More